Download PDF
Hebamme 2022; 35(03): 31-39
DOI: 10.1055/a-1824-1419
CNE Schwerpunkt
Interdisziplinäres Teamtraining

Praktische Prüfungen unter Simulationsbedingungen

Florian Schimböck
,
Franziska Rosenlöcher
› Further Information
Also available at
    Permissions and Reprints

Die Simulation von Praxis- und Notfallsituationen ist ein wichtiges Instrument in der Hebammenausbildung. Sie bietet jedoch nicht nur die Möglichkeit, zu lernen, sondern auch das Gelernte zu überprüfen. Der rechtliche Rahmen hierfür ist gesteckt – so gelingen Prüfungen unter Simulationsbedingungen in der Praxis.



Publication History

Article published online:
23 June 2022

© 2022. Thieme. All rights reserved.

Georg Thieme Verlag
Rüdigerstraße 14, 70469 Stuttgart, Germany

 

  • Literatur

  • 1 Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Raths J, Wittrock MC. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman; 2001
    Google Scholar
  • 2 Andreatta P, Lori JR. Developing clinical competence and confidence. In: Palaganas J, Ulrich B, Mancini B, Hrsg. Mastering Simulation – A Handbook for Success. Indianapolis: Sigma Theta Tau International. 2020
    PubMedGoogle Scholar
  • 3 Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medicine 1993; 68: 443-451
    CrossrefPubMedGoogle Scholar
  • 4 Beischel KP. Variables affecting learning in a simulation experience: A mixed methods study. Western Journal of Nursing Research 2013; 35: 226-247
    CrossrefPubMedGoogle Scholar
  • 5 Bloom BS. Taxonomie von Lernzielen im kognitiven Bereich. Weinheim: Beltz; 1976
    Google Scholar
  • 6 Coffey F. Learning by simulation: Is it a useful tool for midwifery education. New Zealand College of Midwives Journal 2015; 51: 30-36
    CrossrefGoogle Scholar
  • 7 Collins JP, Harden RM. AMEE medical education guide no. 13: Real patients, simulated patients and simulators in clinical examinations. Medical Teacher 1998; 20: 508-521
    CrossrefGoogle Scholar
  • 8 Cooper S, Cant R, Porter J. et al. Simulation based learning in midwifery education: A systematic review. Women and Birth 2012; 25: 64-78
    CrossrefPubMedGoogle Scholar
  • 9 Diorgu FC. Learning by simulation: A valuable tool for nursing and midwifery education. Journal of Medical Biomedical and Applied Sciences 2021; 9: 663-667
    Google Scholar
  • 10 Downing SM. Validity: On meaningful interpretation of assessment data. Medical Education 2003; 37: 830-837
    CrossrefPubMedGoogle Scholar
  • 11 Epstein RM. Assessment in medical education. New England Journal of Medicine 2007; 356: 387-396
    CrossrefPubMedGoogle Scholar
  • 12 Feldman M, Lazzara EH, Vanderbilt AA. Rater training to support high-stakes simulation-based assessements. Journal of Continuing Education in the Health Professions 2012; 32: 279-286
    CrossrefPubMedGoogle Scholar
  • 13 Hebammengesetz (HebG) (22. November 2019). BGBl 2019; Teil I: 1759
  • 14 Ilgen JS, Ma IWY, Hatala R. et al. A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment. Medical Education 2015; 49: 161-173
    CrossrefPubMedGoogle Scholar
  • 15 Issenberg SB, McGaghie WC, Petrusa ER. et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systemativ review. Medical Teacher 2005; 27: 10-28
    CrossrefPubMedGoogle Scholar
  • 16 Jeffries PR, Rodgers B, Adamson K. NLN Jeffries Simulation Theory: Brief narrative description. Nursing Education Perspectives 2015; 36: 292-293
    PubMedGoogle Scholar
  • 17 Kainer F. Simulationstraining in der Geburtshilfe: Lohnt sich der zeitliche Aufwand?. Hebamme 2013; 26: 46-49
    Article in Thieme ConnectGoogle Scholar
  • 18 Kaplan BG, Abraham C, Gary R. Effects of participation vs. observation of a simulation experience on testing outcomes: Implications for logistical planning for a school of nursing. International Journal of Nursing Education Scholarship 2012; 9: 1-15
    CrossrefPubMedGoogle Scholar
  • 19 Lange U. Akademisierung und Professionalisierung: Eine Chance – nicht nur für Hebammen. Hebamme 2022; 35: 1
    Article in Thieme ConnectGoogle Scholar
  • 20 Laschinger S, Medves J, Pulling C. et al. Effectiveness of simulation on health profession students’ knowledge, skills, confidence and satisfaction. International Journal of Evidence-Based Healthcare 2008; 6: 278-302
    PubMedGoogle Scholar
  • 21 Miller GE. The Assessment of clinical skills/competence/performance. Academic Medicine 1990; 65: 63-67
    CrossrefPubMedGoogle Scholar
  • 22 Oermann MH, Kardong-Edgren S, Rizzolo MA. Summative simulated-based assessment in nursing programs. Journal of Nursing Education 2016; 55: 323-328
    CrossrefPubMedGoogle Scholar
  • 23 Rizzolo MA, Kardong-Edgren S, Oermann MH. The National League for Nursing project to explore the use of simulation for high-stakes assessment: Process, outcomes, and recommendations. Nursing Education Perspectives 2015; 36: 299-303
    CrossrefPubMedGoogle Scholar
  • 24 Rudolph JW, Simon R, Raemer DB. et al. Debriefing as formative assessment: Closing performance gaps in medical education. Academic Emergency Medicine 2008; 15: 1010-1016
    CrossrefPubMedGoogle Scholar
  • 25 Sando CR, Coggins RM, Meakim C. et al. Standards of best practice: Simulation standard VII: Participant assessment and evaluation. Clinical Simulation in Nursing 2013; 9: 30-32
    CrossrefGoogle Scholar
  • 26 Studien- und Prüfungsverordnung für Hebammen (HebStPrV, 08. Januar 2020). BGBl 2020; Teil I Nr.2
  • 27 Wilford A, Doyle TJ. Integrating simulation training into the nursing curriculum. British Journal of Nursing 2006; 15: 926-930
    CrossrefPubMedGoogle Scholar